The authors are grateful for comments received at the 2007 American Economic Association Meetings, with special thanks to Aimee Chin, the 2006 Southern Economic Association 79th Annual Conference, the 2006 LACEA-LAMES Conference, the 2006 Guanajuato Workshop for Young Economists, the 2006 Annual Congress of the European Society for Population Economics, the 2006 Western Economic Association International 81st Annual Conference, and from participants in the applied microeconomics/labor workshop at the University of Miami. We thank Sara Michalski, Isaac Petit-Frere, and Debanjali Roy for research assistance. We are also grateful for the comments from two anonymous referees.
THE EFFECTS OF SPANISH-LANGUAGE BACKGROUND ON COMPLETED SCHOOLING AND APTITUDE TEST SCORES
Version of Record online: 19 APR 2012
© 2012 Western Economic Association International
Volume 51, Issue 1, pages 527–562, January 2013
How to Cite
LOCAY, L., REGAN, T. L. and DIAMOND, A. M. (2013), THE EFFECTS OF SPANISH-LANGUAGE BACKGROUND ON COMPLETED SCHOOLING AND APTITUDE TEST SCORES. Economic Inquiry, 51: 527–562. doi: 10.1111/j.1465-7295.2012.00458.x
- Issue online: 29 NOV 2012
- Version of Record online: 19 APR 2012
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